Explaining Science Knowledge Gaps on Social Media: Basic Science Knowledge and Intentional Versus Incidental Exposure

This study examined whether basic science knowledge helps explain education-based gaps in domain-specific science knowledge and whether intentional and incidental exposure on social media condition those gaps. A national survey of American adults focused on two domains: climate change and algorithms. Results showed that basic science knowledge mediated the relationship between education and domain-specific knowledge across both domains. These indirect relationship were attenuated at higher levels of intentional social media exposure. The findings suggest that strengthening foundational science literacy and encouraging more deliberate engagement with science content on social media may help reduce knowledge disparities.